cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
JURNAL PENELITIAN ILMU PENDIDIKAN
Published by Universitas Negeri Yogyakarta
ISSN : 19799594     EISSN : 25415492     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Arjuna Subject : -
Articles 275 Documents
 24   25   26   27   28 
A Counterbalanced Quasi-Experiment Comparing Problem-Based Learning with Zep Quiz, Zep Quiz Alone, and Traditional Lecture on Critical Thinking in High School Mechanics Fikriyah Luthfiyani; Iwan Permana Suwarna
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.97460

Abstract

Developing critical thinking in physics is a priority in 21st-century education, yet evidence comparing the effectiveness of different instructional approaches—particularly those integrating problem-based learning (PBL) with digital quiz platforms—remains limited. This study compared the effects of three learning models—PBL assisted by Zep Quiz, Zep Quiz alone, and traditional lecture—on 11th-grade students' critical thinking skills in mechanics. A counterbalanced within-subject quasi-experimental design was employed with 102 students from SMAN 4 Tangerang Selatan. Each student experienced all three models across three topics (Newton's Laws, Momentum & Impulse, Rotational Motion) in a rotated order. Critical thinking was measured using a validated 18-item test based on Facione's six indicators (reliability: 0.78–0.79 for two topics, 0.45 for Rotational Motion). Data were analyzed using N-gain, repeated-measures ANOVA, and ANCOVA with pretest scores as covariate. All models improved critical thinking with moderate-to-high N-gain (0.73–0.78). Repeated-measures ANOVA showed significant differences between models (F(2,202)=4.920, p=.008, η²=.046). However, after controlling for pretest scores, ANCOVA revealed no statistically significant differences between models (F(2,202)=2.229, p=.109, η²=.015, small effect). Topic characteristics explained substantially more variance (η²=.642) than model variations (η²=.015). The largest gains occurred in Momentum & Impulse (N-gain=0.89), the lowest in Rotational Motion (N-gain=0.55). The three learning models are comparably effective in improving critical thinking in mechanics. Topic characteristics—particularly conceptual complexity—outweigh model variations in determining learning gains. Physics educators should prioritize alignment between instructional design and topic demands rather than focusing solely on model selection. Future research should extend to other physics topics and investigate longer-term retention.
A Systematic Review of TaRL-Based and Digital Student Worksheets for Enhancing Learning Outcomes Jesinta Amabell Jonathan; Siti Rohmah Nurhayati
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): Online First
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.93316

Abstract

Despite the widespread use of Student Worksheets (LKPD) in Indonesian classrooms, limited attention has been given to synthesizing how innovative LKPD designs, particularly those integrating differentiated instruction and digital technology, contribute to student learning outcomes. This study aims to systematically review the effectiveness of TaRL-based and digital LKPD (e-LKPD) designs in enhancing learning outcomes across educational contexts. Employing the PRISMA framework, a systematic search was conducted in Google Scholar, Scopus, and JSTOR for studies published between 2013 and 2023. Of 30 studies meeting the inclusion criteria, data were synthesized using qualitative thematic analysis. The findings reveal that TaRL-based LKPD facilitates differentiated learning by aligning materials with students' ability levels, while e-LKPD enhances flexibility, accessibility, and student engagement through interactive digital features. Both approaches were associated with improved conceptual understanding, critical thinking, and active participation. However, substantial variation in research designs and outcome measures limits the generalizability of findings. This review contributes to the educational literature by providing a comprehensive synthesis of LKPD innovations, identifying design features that effectively support 21st-century learning, and highlighting the need for cross-disciplinary research and more robust empirical designs. The implications suggest that educators and curriculum developers should prioritize adaptive, technology-integrated LKPD designs, while future research should employ longitudinal and comparative methods to establish causality.
Improving Madrasah Students’ News-Writing Skills and Motivation through Process-Genre Instruction Nelly Saraswati; Ali Mahmudi; Teguh Setiawan
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): Online First
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.100249

Abstract

Despite the importance of news writing in lower-secondary literacy, students may present events as subjective chronological narratives rather than factual, reader-oriented reports. This study examined changes in news-writing skills and motivation during process-genre instruction, addressing limited classroom-based evidence from Indonesian Madrasah Tsanawiyah settings. Collaborative classroom action research was conducted in two cycles with 30 seventh-grade students. The instructional sequence comprised Building Knowledge of the Field, Modelling of Text, Joint Construction of Text, Independent Construction of Text, and Reviewing, Editing, and Publishing. Data were collected through analytic writing assessments, a writing-motivation questionnaire, classroom observations, open-ended responses, and textual analysis of students’ drafts. The mean writing score increased from 69.60 to 81.73, the proportion meeting the mastery criterion rose from 26.67% to 90.00%, and motivation increased from 81.94% to 87.00%. Students’ reports also showed clearer leads, more factual language, stronger source attribution, and more consistent inverted-pyramid organization. Although the one-group design does not permit causal attribution, the study provides classroom-based evidence that process-genre instruction may support news writing when revision, verification, and audience-oriented publication are integrated into the instructional sequence.
Improving Teachers Pedagogical Competence in Differentiated Intruction for Slow Learners through a Professional Learning Community (PLC) Aliah Amarullah; Lantip Diat Prasojo
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): Online First
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve teachers’ pedagogical competence in implementing differentiated instruction for slow learners through a Professional Learning Community (PLC) at SD Negeri 016 Sangkulirang, Indonesia. A School Action Research design based on the Kemmis and McTaggart model was employed in two cycles consisting of planning, action, observation, and reflection. The participants were 12 classroom teachers involved in the PLC activities. Data were collected through classroom observations, semi-structured interviews, document analysis, and teachers’ work products using validated observation checklists, interview guides, and document analysis instruments. Data credibility was established through technique and source triangulation, member checking, and peer debriefing. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using mean scores, percentages, and gain scores. The findings indicate that PLC implementation improved teachers’ pedagogical competence in understanding the characteristics of slow learners, planning and implementing differentiated instruction, adapting curriculum and assessment, and engaging in collaborative reflective practice. These improvements contributed to more inclusive, adaptive, and responsive classroom instruction that better addressed diverse learning needs. This study demonstrates that PLCs provide an effective and sustainable professional development strategy for strengthening teachers’ competence and enhancing the quality of inclusive education in elementary schools.
School Community Acceptance as a Determinant of Inclusive Education Sustainability: A Qualitative Study in a Rural Indonesian Elementary School Adi Pither Mallibu; Lia Yuliana
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): Online First
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.100745

Abstract

Despite Indonesia's expanding inclusive education regulations, little is known about how school community acceptance affects inclusive education's successful implementation and long-term viability, especially in rural elementary schools. This study aims to understand how the school community at SDN 018 Sangkulirang views the implementation of inclusive education by analyzing the relationship between stakeholders' acceptability and inclusive teaching practices. The research design used was descriptive qualitative. Twelve teachers, three educational staff members, and fifteen normal students participated in interviews, classroom observations, and document analysis to gather data. The results show that inclusive education has been put into practice by integrating children with special needs into regular classrooms in spite of constraints on specialized support services, educational facilities, and teacher competency. Cognitive, affective, and behavioral aspects of school community acceptance were generally favorable, as evidenced by teachers' readiness to modify their lesson plans, students' desire to help classmates with special needs, and the development of a welcoming learning environment. By offering actual data on the significance of school community acceptability in maintaining inclusive education in rural elementary schools, this study advances the area of inclusive education. According to the findings, maintaining the long-term viability and caliber of inclusive education practices requires boosting teacher capacity, enhancing institutional support, increasing access to specialist services, and encouraging cooperation among stakeholders.

Page 28 of 28 | Total Record : 275

 24   25   26   27   28 

Filter by Year

2009 2026


Reset
Filter By Issues
All Issue Vol. 19 No. 2 (2026): Online First Vol. 19 No. 1 (2026): January–June Vol. 18 No. 2 (2025): July–December Vol. 18 No. 1 (2025): January–June Vol. 17 No. 2 (2024): July–December Vol. 17 No. 1 (2024): January–June Vol. 16 No. 2 (2023): July–December Vol. 16 No. 1 (2023): January–June Vol. 15 No. 2 (2022): July–December Vol. 15 No. 1 (2022): January–June Vol. 14 No. 2 (2021): July–December Vol. 14 No. 1 (2021): January–June Vol. 13 No. 2 (2020): July–December Vol. 13 No. 1 (2020): January–June Vol. 12 No. 2 (2019): July–December Vol. 12 No. 1 (2019): January–June Vol. 11 No. 2 (2018): July–December Vol. 11 No. 1 (2018): January–June Vol. 10 No. 2 (2017): July–December Vol. 10 No. 1 (2017): January–June Vol. 9 No. 2 (2016): July–December Vol. 9 No. 1 (2016): January–June Vol. 8 No. 2 (2015): July–December Vol. 8 No. 1 (2015): January–June Vol. 7 No. 2 (2014): July–December Vol. 7 No. 1 (2014): January–June Vol. 6 No. 2 (2013): July–December Vol. 6 No. 1 (2013): January–June Vol. 5 No. 2 (2012): July–December Vol. 3 No. 2 (2010): July–December Vol. 3 No. 1 (2010): January–June Vol. 2 No. 2 (2009): July–December Vol. 2 No. 1 (2009): January–June More Issue